Barriers and Facilitators to the Formative Use of Course Assessments in the Classroom by Teaching Assistants Mechelle Sanders University of Rochester, Department of Public Health Sciences

Background Formative assessments, if used effectively, can provide teachers and their students with the information they need to move learning forward Studies have shown that providing such formative feedback during the course period was key to the enhancement of both the teaching and learning process The National Academy of Sciences recommended such evaluations should be made available to all departmental staff (such as teaching assistants [TAs]) and not just individual faculty. – Given this, the evidence is still unclear as to the best way to incorporate such feedback in the TA role.

Project design and methods Mixed Method Quantitative Survey – TA experience – Academic standing Focus Group – Semi-structured interview questions – Audio-recorded – Note-taking – 1 ½ hours Eligibility Current or former TA in STEM discipline Not planning to relocate schools during the study period Methods of Recruitment Flyers Word of mouth

Results  N=6  All female  TA’d an average of 2 classes  Average number of students TA responsible for per course= 76  66% had some interest in teaching after graduation

Results Barriers Awareness of the assessments Appropriateness of assessment items Time Lack of follow-up from the instructor Discontinuity with future TA responsibilities Facilitators TA being allowed to select questions for the assessment Buy-in from the instructor Use of external sources-- -like CIRTL and or online learning communities

Conclusion TAs don't feel like they have the time to use the feedback In some instances the TA is not teaching because they do not necessarily have to--- but are being evaluated on being a teacher Current questions are not helpful and need to be modified moving forward Would like to be evaluated by not only the students, but the instructor as well

Acknowledgements Funded By: TAR Fellows program Mentors: Katherine Schaefer, PhD; Jennifer Hadingham, PhD